Lesson Plan Template

Teacher: Melanie Miles Date and Time: March 1, 2017, 9:30

Class (Content Area): Listening & Grade Level: Kindergarten

Learning

Purpose: To identify characters and major events in King Midas and the Golden Touch.

Objectives: With prompting and support, students will identify who, what, where, and when
from King Midas and the Golden Touch.

Common Core Standards:

CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

GLOs:

GLO # 2: Community Contributor

Demonstrates responsible and ethical behavior in decision making

GLO # 3: Complex Thinker

Considers multiple perspectives in analyzing and solving a variety of problems

GLO # 5: Effective Communicator

Communicates effectively through speaking, using appropriate forms, conventions, and
styles to convey ideas and information for a variety of audiences and purposes.

Hawaii State Teacher Standards:

Standard 4: Content Knowledge

(g) The teacher stimulates learner reflection on prior content knowledge, links new
concepts to familiar concepts, and makes connections to learners experiences.

Standard 5: Application of Content

(m) The teacher understands critical thinking processes and knows how to help learners
develop high level questioning skills to promote their independent thinking.

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Standard 8: Instructional Strategies
(i) The teacher asks questions to stimulate discussion that serves different purposes
(e.g., probing for learner understanding, helping leaners articulate their ideas and
thinking processes, stimulating curiosity, and helping learners to question).

Assessments:

The assessment is composed of literal, inferential, and evaluative comprehension questions:

o Who are the three important characters in the story?

o What did King Midas have a lot of but want more?
o What wish did the stranger grant King Midas?
o Why did King Midas wish that everything he touched would turn to gold?
o What were some of the things that King Midas turned into gold?
o At first, how did Kind Midas feel about the Golden Touch?
Did his feelings change? Why?
o Do you think King Midas made a wise of foolish choice in telling the stranger
that he wanted the Golden Touch? Why?
o Some parts of the read aloud could really happen and other parts are pretend.
Tell me about some of the parts of the story that could be real?
What parts of the story are pretend?
How do you know?
o Think Pair Share: What lesson did King Midas learn in this story?
When was the King the happiest?
What made him happier, his daughter or the gold?

4 3
Student actively Student mostly
participated and was participated and was
able to answer literal, able to answer all
inferential, and questions, but
evaluative questions. needed additional
prompting and
support.
2 1
Student somewhat Student participated
participated, but was minimally and was
only able to answer not able to answer
literal questions; any of the questions.
unable to answer
inferential or
evaluative.

Materials/Set-Up:

Resources

New York State Common Core; Kindergarten English Language Arts; Listening & Learning
Domain 7 Anthology Kings and Queens; Lesson 3

Materials

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 Read aloud with accompanying illustrations
My treasures and jewelry
Assessment questions and record sheet
Lesson Plan

Procedures:

a. Introduction

Where we are?

Show students on a map where the story of King Midas and the Golden Touch
originated.
Inform students that this a story that was passed down by word of mouth when many
people could not read books.
Explain that often people made up stories to teach lessons.

What do we know?

Further introduce the read aloud by explaining the king in this story loves gold more
than anything!
Gold is a precious metal found inside the earth, is very valuable, and costs a lot of
money.
Jewelry, earrings and necklaces, can be made out of real gold or other materials that
look like gold.
Pass around a piece of fake gold jewelry for students to observe.
Ask students:
o Would you rather smell fake gold jewelry or flowers?
o Would you rather hug the fake jewelry or a stuffed animal?

b. Developmental

Read to students King Midas and the Golden Touch.

o Stop along the way to explain vocabulary and address possible misconceptions.
Comprehension questions:
o Who are the three important characters in the story?
o What did King Midas have a lot of but want more?
o What wish did the stranger grant King Midas?
o Why did King Midas wish that everything he touched would turn to gold?
o What were some of the things that King Midas turned into gold?
o At first, how did Kind Midas feel about the Golden Touch?
Did his feelings change? Why?

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 o Do you think King Midas made a wise of foolish choice in telling the stranger
that he wanted the Golden Touch? Why?
o Some parts of the read aloud could really happen and other parts are pretend.
Tell me about some of the parts of the story that could be real?
What parts of the story are pretend?
How do you know?
o Think Pair Share: What lesson did King Midas learn in this story?
When was the King the happiest?
What made him happier, his daughter or the gold?

c. Concluding

Word Work

Tell me about some things that might be treasures to you or someone you know. Use the word
treasures when you tell me about it.

Making Choices

I am going to name some things that could be treasures. Tell me if you think if these items are
treasures to you or why they are not

The kings silver and gold

The leaves on the ground
Your baby pictures
Your baby sister or brothers special blanket or stuffed animal
Garbage cans on the road

Adaptations and Extensions:

Differentiation

Extended wait time

Scaffolding as necessary
Seating arrangement (Student 16 & 6 sit up front); redirection during listening as
necessary.
Choose below and grade level volunteers for literal questions
Choose all learners for inferential and evaluative questions, but ask for additional input
from at and above grade level learners.

Extensions

Sequencing events in the story with the support of picture illustrations;

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first, next, then, last.

Management Considerations:

S 6 & S 16 need redirection and positive reinforcements during lesson, they will be sitting in
the front row closest to me.

S 6 exhibits impulsiveness and frequent inattention.

Student 16 shuts down when he feels embarrassed for not knowing or feels forced to speak. I
will keep a gentle approach depending on his demeanor.

Students will all be sitting on the carpet during the lesson and called on a volunteer basis.
Students have the choice to pass on a question, if they cannot answer. I will call on volunteer
below and at grade level for literal questions; ask all students if they agree with answer to
questions or have additional input. I will consider all volunteers for inferential and evaluative
questions and continue to ask students for additional input.

Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu